2015-08-02T22:37:05ZHands-on Workshop on the Early Modern OCR Projecthttp://hdl.handle.net/1811/58444
Hands-on Workshop on the Early Modern OCR Project
Mandell, Laura
On February 15, 2013, The Ohio State University Humanities Institute and Digital Arts & Humanities Working Group presented a hands-on workshop by Laura Mandell (Director of Texas A&M’s Initiative for Digital Humanities, Media, and Culture, IDHMC - http://idhmc.tamu.edu/) on the Early Modern OCR Project (eMOP – see http://emop.tamu.edu), for which Texas A&M’s IDHMC recently received a Mellon Foundation grant.
2013-02-15T00:00:00ZMandell, LauraAnnual Lecture in Book History: The Material Form of Literacy Conversation: Encoding and Modeling Texts from Early to Mass Printhttp://hdl.handle.net/1811/58443
Annual Lecture in Book History: The Material Form of Literacy Conversation: Encoding and Modeling Texts from Early to Mass Print
Mandell, Laura
On February 15, 2013, the Humanities Institute and the Digital Arts & Humanities Working Group at The Ohio State University held the Annual Lecture in Book History: The Material Form of Literacy Conversation: Encoding and Modeling Texts from Early to Mass Print presented by Laura Mandell (Texas A&M University), Professor of English and Director of the Initiative for Digital Humanities (http://idhmc.tamu.edu/).
2013-02-15T00:00:00ZMandell, LauraCODE: Codified Objects Define Evolutionhttp://hdl.handle.net/1811/58442
CODE: Codified Objects Define Evolution
Conatser, Trey; Delagrange, Susan; Rinaldo, Ken; Ulman, H. Lewis
On March 20, 2013, the Humanities Institute and the Digital Arts and Humanities Working Group at the Ohio State University hosted a panel discussion convened by Lewis Ulman (Digital Media Studies, the Digital Archive of Literacy Narratives (DALN), English). The panel explored the role of “coding” in the digital arts and humanities. The panel offered insights into what markup, scripting, and procedural programming languages are most useful to arts and humanities scholarship, suggested different ways scholars and teachers in the arts and humanities can engage with coding and considered what role coding plays in the education of arts and humanities students. Panel members included Trey Conatser, Susan Delagrange, and Ken Rinaldo.
2013-03-20T00:00:00ZConatser, TreyDelagrange, SusanRinaldo, KenUlman, H. LewisDigital Publishing in the Arts and Humanitieshttp://hdl.handle.net/1811/55031
Digital Publishing in the Arts and Humanities
Schlosser, Melanie; Selfe, Cynthia; Carlson, Wayne
On Tuesday, November 20, 2012 from 3:00-4:30 pm in 165 Thompson Library, the Humanities Institute and the Digital Arts and Humanities Working Group hosted a panel discussion on "Digital Publishing in the Arts and Humanities." Panelists Melanie Schlosser (The Ohio State University Libraries), Cynthia Selfe (The Ohio State University, Department of English), and Wayne Carlson (The Ohio State University, Vice Provost for Undergraduate Studies and Dean of Undergraduate Education) explored ways in which publishing is changing in the arts and humanities, and led a discussion on the opportunities and pitfalls inherent in the world of digital publishing. The digital environment has enabled exciting new forms of scholarship, and made it possible to communicate and collaborate more openly and effectively. It also poses significant challenges for the traditional, print-based publishing ecosystem, and for those responsible for evaluating scholarship – including promotion and tenure committees. Panelists explored these issues with a diverse audience of OSU faculty and staff.
Digital Publishing in the Arts and Humanities in four parts. [Part One:] Digital Publishing in the Arts and Humanities: An Overview (Melanie Schlosser). This presentation explores the history of scholarly publishing and current trends in the area of modern publishing, especially on digital platforms. Melanie Schlosser covers the evolution of scholarly publishing to suggest ways in which the academic environment has outgrown traditional mechanisms for sharing research and new opportunities for transforming scholarship, both in the dissemination of new knowledge and collaborative development of research. She provides examples of where the digital environment is furthering publishing economics, presentation of works, peer review, and collaboration as well as creating new challenges, such as in the area of rights. [Part Two:] A More Capacious Conception: Long-form Scholarship in Digital Environments (Cynthia Selfe). Cynthia Selfe discusses her experience with OSU’s gradual transition to embracing digital scholarship, including the different responses of the OSU Press and the OSU Libraries to the digital environment. She provides several examples of projects from Computers and Composition Digital Press (http://ccdigitalpress.org/) that suggest opportunities for OSU growth in this area. She examines the unique opportunities provided by digital platforms for enhancing the learning experience, sharing knowledge and expanding literacies. [Part Three:] Experiences with Electronic Educational Publishing (Wayne Carlson). Carlson reviews his long experience with using multimedia platforms to communicate scholarship in the area of computer animation. He shares different methods his colleagues have used to share scholarship, enhance learning, collaborate around discovery and move beyond the limitations of text. He recounts how video, hypertext, web sites, and electronic text books have moved scholarly publishing towards a more flexible, dynamic teaching and research environment. Through examining his past experience, Carlson explores the challenges and developments of digital tools in terms of authorship and appropriate delivery. [Part Four:] Digital Publishing in the Arts and Humanities Q&A Session. A portion of the Q&A session following the presentations of the panel for “Digital Publishing in the Arts and Humanities” records audience questions about digital publishing and insights into how we might develop initiatives at The Ohio State University.
2012-11-20T00:00:00ZSchlosser, MelanieSelfe, CynthiaCarlson, WayneVisualizing "Big Data" in the Arts and Humanitieshttp://hdl.handle.net/1811/53210
Visualizing "Big Data" in the Arts and Humanities
Labov, Jessie; Staley, David J., 1963-; Ulman, H. Lewis
Panelists David Staley (Associate Professor, The Ohio State University Department of History), Jessie Labov (Assistant Professor, The Ohio State University Department of Slavic and East European Languages and Cultures), and H. Lewis Ulman (Associate Professor, The Ohio State University Department of English) explored the place of data visualization as a form of humanities scholarship, with visualization as the hermeneutic act that allows humanists to read "big data." The panel described the concept of a Humanities Visualization Studio at The Ohio State University to conduct such humanistic readings of big data. Questions centered around defining "big data" in the context of the humanities, how humanists read big data, how our interests and goals with reading big data differ from that of scientists, and how visualization and visual hermeneutics is critical to the effort to read that data. As we read our texts, humanists seek not better models or predictive certainty, but rather patterns of interpretive insight. Reading big data is an occasion for humanists to assert our approach to knowledge: to champion the value of meaning, interpretation and insight in contrast to the logic of scientific prediction and control.
Visualizing "Big Data" in the Arts and Humanities recorded in four parts. [Part One:] Reading Big Data as a Humanist: The Humanities Visualization Studio (David J. Staley). This presentation explored the concept of a Humanities Visualization Studio for The Ohio State University and its potential role in leveraging "Big Data" to bring new insights and knowledge building in the humanities. Staley offered analysis of the unique approaches humanists might bring to working with large data sets and developing patterns of interpretive insight. He presented the concept of distant reading or macro-level reading as a methodology that is growing in relevance, initiating radical transformation of texts and enabled by emergent technologies. Staley further suggested the important role a Humanities Visualization Studio would have in bringing people together to collaborate, pool resources and move forward in concert. [Part Two:] Stanford’s Digital Humanities Labs (Jessie Labov). Labov shared her experience with Stanford’s Humanities Lab (http://humanitieslab.stanford.edu/admin/directory.html), Beyond Search (https://beyondsearch.stanford.edu/) and Stanford Literary Lab (http://litlab.stanford.edu/) as examples of how digital humanities labs can address issues involved in working with humanities big data. These initiatives are explored as examples of how such efforts to bring a humanities community together can work (or not). Labov suggested three lessons to be learned from Stanford’s experience: there is a risk in developing digital humanities spaces and equipment stores which are not solidly based in viable research projects, that more successful efforts are built around researchers and their existing work and interests and that an institution needs to let these environments evolve as communities and community centers. [Part Three:] Thinking Metaphorically about Data (H. Lewis Ulman). Ulman offered examples of different humanities visualization projects as way of examining the concept of "big data" and how we might set an agenda for a visualization studio. Interrogating the concepts of "close," "distant," "wide," and "deep" reading, he suggests that it is not the size of the data set but the broadness of the opportunities for investigation that should determine the kind of projects to be addressed by the humanities visualization studio. Ulman demonstrated how applying visualization techniques that provide a "wide" view of the data found in the Digital Archive of Literacy Narratives can offer new insights and conclusions. Similarly, investigating single words in Louisa A. Doane's Journal of Two Ocean Voyages (1850-52) against the "wide" canvas of the Google Books database increased students understanding of historical context and meaning. He suggested that archival finding aids can be made more understandable and facilitate research more effectively by employing visualization tools. Finally, by exploring the process of transforming "deep" text-encoding markup into reading or "surface" versions of texts, Ulman showed how electronic textual editions in themselves are visualizations of complex or "big" data. In these ways, data sets that seem small in size can have larger meaning through data visualization. [Part Four:] Visualization Q&A session. A portion of the Q&A session following the presentations of the panel for Visualizing "Big Data" in the Arts and Humanities records audience insights into the meaning behind the term "big data" and how we might develop initiatives at The Ohio State University.
2012-09-26T00:00:00ZLabov, JessieStaley, David J., 1963-Ulman, H. LewisNarrative Medicinehttp://hdl.handle.net/1811/30225
Narrative Medicine
Charon, Rita
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2007-04-16T00:00:00ZCharon, Rita